Rapid Improvement Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Rapid Improvement Limited is an independent learning provider with two sites in the London Boroughs of Merton and Hammersmith and Fulham. The provider had its previous full inspection in March 2022. Since then, leaders have changed the courses they offer to be exclusively Skills Bootcamps in health and social care. At the time of this inspection, there were 38 adult learners on the level 3 certificate in preparing to work in health and social care Skills Bootcamp course across both sites. 12 to 17 March 2025

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What is it like to be a learner with this provider?

Learners develop a good understanding of safe working practices, the importance of treating service users with dignity and respect and the need to record accurately the medications they administer. They are fully aware of the service users’ rights related to their care. Most learners feel very confident and prepared to start employment in the care sector.

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What is it like to be a learner with this provider?

Learners have positive attitudes towards their learning. They are highly committed and motivated to complete their training. They arrive on time to their lessons and work placements and closely follow the instructions of teachers and work placement supervisors. Learners submit their work on time and participate enthusiastically in the lessons. When on work placements, they interact with service users with care and respect. Employers greatly value the professional conduct of learners on work placements.

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What is it like to be a learner with this provider?

Most learners complete their training, achieve their qualifications and go into employment. This is a result of the good-quality training and support they receive from their tutors. Learners also complete additional qualifications in manual handling and first aid, which increase their employment opportunities.

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What is it like to be a learner with this provider?

Learners, who come from a wide range of backgrounds, appreciate the calm and friendly learning environments and feel safe in the training environment that is free of bullying, harassment and discrimination.

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better?

Tutors teach topics in an order that helps learners build on their knowledge over time. For example, tutors first teach learners the definition and importance of a person-centred approach to care. They then discuss why it is important for care workers to understand fully the culture and needs of service users before implementing an individualised care plan using this approach.

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better?

Most tutors use teaching strategies effectively and explain topics clearly. They use questioning techniques well to initiate good discussions during lessons. Most tutors first teach the essential knowledge of topics before asking learners to work in groups to reinforce their understanding. For example, tutors clearly explain factors that impact the well-being of their service users. They then invite learners to work in groups to summarise their collective understanding. This helps learners retain and recall the information that has been taught.

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better?

In a minority of cases, tutors do not ensure learners have the required knowledge to complete their tasks. For example, tutors ask learners to complete a strengths, weaknesses, opportunities and threats analysis before ensuring learners are familiar with this topic. In such circumstances, learners are not clear about what is expected from them and how to complete the given tasks. 12 to 17 March 2025

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Tutors mostly give learners developmental feedback on their work. For example, when learners give presentations on safeguarding in care settings, tutors ask them to improve their work and add detail on safeguarding employees and service users where necessary. Tutors give developmental feedback on learners’ written work on aspects of English. This includes guidance on using complete sentences and paragraphs in their reports for clarity instead of bullet points.

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Leaders and tutors provide good support for learners with special educational needs and/or disabilities (SEND). They sufficiently assess the needs of these learners at the start of their course and put suitable measures in place to support them. Staff provide teaching resources in a format that is accessible for learners with sight problems. When needed, tutors give learners with SEND extra time to complete activities and help them break their answers into smaller sections. They provide one- to-one support to learners and continuously check their understanding of what is taught. Learners with SEND feel well supported and make progress in line with their peers.

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Staff include training related to the risks associated with radicalisation and extremist views in the learners’ induction programme. However, these topics are not revisited effectively. Therefore, learners often cannot recall what they have been taught.

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Staff give learners good information about a wide range of employment and progression opportunities available to them. Learners know that when they finish their course, they can apply for jobs in the NHS, care homes, schools with children with SEND or the prison service. Learners also know they can continue their education by starting a higher-level course or an apprenticeship. Learners also benefit from interview preparation sessions and the support they receive from staff to update their CVs. Learners feel confident they will be able to secure their preferred employment when they complete their course.

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Staff provide opportunities for the majority of learners to have a better understanding of the care sector and their future work environment. For example, learners complete work experience or shadow a care worker in a care setting. However, this is not extended to all learners. As a result, a minority of learners lack a full insight into the demands of the jobs they may go into.

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Leaders and managers have put effective measures in place to support learners facing financial barriers to education. Learners with financial difficulties feel supported and are able to access fully and participate in their training.

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Leaders and tutors have created an inclusive learning environment where learners feel welcome and accepted. Staff arrange activities to celebrate religious events such as Lent and Ramadan. Through a project called ‘I am unique’, staff promote and celebrate differences among learners. Learners feel they can be themselves without fear of being judged.

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Leaders provide tutors with a range of useful training opportunities. These include training on topics such as the ‘Prevent’ duty and safeguarding, teaching and 12 to 17 March 2025

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assessment-related training on giving effective feedback and training on supporting learners with SEND. Staff feel that this training makes them more effective in their work.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Give learners clear instructions and ensure they have the required knowledge before asking them to complete a task.  Provide sufficient training for learners so they are fully aware of the risks associated with radicalisation and extremist views.  Provide all learners with opportunities such as work placements to ensure they fully understand their future work environment in the care sector. 12 to 17 March 2025

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Provider details

Address 32-34 Upper Green East Mitcham Surrey CR4 2PB

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Provider details

Website www.rapidimprovement-careagency.co.uk

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Provider details

Principal, CEO or equivalent Isaac Dweben

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 2 to 4 March 2022

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Provider details

Main subcontractors None 12 to 17 March 2025

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Information about this inspection

The inspection team was assisted by the director of operation, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Ramin Narimani, lead inspector His Majesty’s Inspector Saskia Niderost Ofsted Inspector 12 to 17 March 2025

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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